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Web-based Computer Conferencing: Online Community of Learners The Web, a more recent technological environment within which
conferencing can be organized, provides the ability to network students to the vast resources found on the Internet, and provides a more flexible and sophisticated environment, thus extending the educational potential
beyond the traditional text-only conferencing (Bannan-Ritland, Bragg, & Collins, 1999). That is, the Web allows for hypertext and hypermedia environments, connecting students to the Internet-based network of
resources. The amount and rich variety of resources that is accessible to the participants via the Internet is phenomenal. This linkage between online learning communities and the vast wealth of resources on the
Internet has been described as "knowledge networking," the purpose being to facilitate information acquisition and knowledge building (Harasim, et al., 1995). The Web also provides incredible flexibility for navigation
within the conference itself. The ability to move freely within hyper-environments affords learners a sense of navigation, which supports learner control and self-directed learning. These are two important
principles found in adult learning literature concerning the value of self-regulated learning in computer-based learning (Lowyck, 1994; Henri, 1992). Lastly, the online network, Kaye (1992) stated, can provide necessary
communication partners (group) for argument, debate, brainstorming, and discussion, all critical to the personal construction of knowledge. Still, research lacks an understanding of how this happens, especially with the
inexorable march of technological advancement. Gundawardena & Zittle (1995) suggested that future research should examine how theoretically based instructional strategies impact students' construction of knowledge.
In using emerging networked-based computer technology as a resource and as the platform for building a community of learners, students are encouraged to explore their own interests and to become
active in their own learning, and to do that in cooperative and collaborative ways (Romiszowski & Mason, 1996). Students have the opportunities to solve authentic problems within a community of learners (Lave
& Wenger, 1991), a basic construct of situated learning, which is a major constructivist theoretical tenet. Chiou (1992) found that hypermedia-based platforms (e.g., Web) are an effective way to build learning
environments that support situated learning. He posits that learning is left to the learner, to be found within the interaction among students, mostly in social based activity. In creating online learning
communities, the networked computers, as in Web-based computer conferencing, act as an agent for the following:
- socialization (Margolies, 1991);
- collaboration (Kaye, 1992);
- professional development (Harasim et al., 1995);
- personal intimacy and personal openness (Mason, 1994); and,
- increased interaction (student-student and student-instructor) (Harasim et al., 1995).
The online network creates an active community of dialogue based learning: idea exchange, multiple perspectives, and collegial interaction (Bannan-Ritland, Bragg, & Collins, 1999). Brown et al. (1993)
found that online networks could create an effective learning environment through participation in communities of practice. The expertise is distributed throughout the learning community. Students have access to other
learners, as well as local, national, and international networks. This increases interaction and communication among students, their teachers, peers, parents, and others (e.g., experts in field). Ruopp et al. (1993)
stated that building a sense of community in online learning situations is crucial. This social aspect is important in that the learners are at a distance, and a feeling of isolation can develop (Collis, 1996). As well,
students can feel uncomfortable and feel disoriented in not being in face-to-face contact with instructor and other students (Hiltz & Turoff, 1993). Online learning communities have the potential for creating
effective learning environments (i.e., highly interactive), but it is important to note that building a successful online community has proven difficult. Recent studies recommended applying pedagogically appropriate
educational theory and instructional strategies to these online learning communities (Bannan-Ritland, Bragg, & Collins, 1999). The merging of the Web and computer conferencing is contributing
significantly to recent developments in "virtual classrooms" (Hiltz, 1994). Web-based conferencing as an emerging learning environment demands a fresh new look at applying learning principles to this specific version of
distance education. Keegan, 1995 suggested: "The study of virtual and electronic classrooms is an important and complex field, still in its beginnings, with a unique contribution to make to educational
knowledge" (p. 29). Computer conferencing has already proven to be an effective medium for the delivery of group-oriented distance education. The capacity for computer conferencing to be an effective
educational tool is in its proficient ability to support human interaction, and group-based interactivity (Collis, Andernach, & Van Diepen, 1997). Learners are connected by dialogue, mediated through computer
networks, and this is a viable and productive atmosphere for educational purposes (Hiltz, 1994; Hiltz and Turoff, 1993; Harasim, 1990). Henri (1992) and Mason (1994) found that online participants use dialogue to learn,
collaborate, reflect, debate, critique, expound, share, give feedback, question, answer, and other communicative behaviors. Research is needed to understand how this interaction is occurring and how it is affecting the
learning processes. Important questions concerning online interaction arise:
- What does this kind of interaction look like online?
- How does this reflect and support certain theoretical principles?
There is a need in the literature for linking learning theory to these online learning communities. Important to this study is the idea of linking constructivist learning theory to online interaction in
Web-based communities. A core concept is that the interaction between participants in online learning communities is mediated through computers. The online learner must negotiate within a community of
learners (Lave & Wenger, 1991), and this is done electronically. Jonassen (1995) pointed out that the technology becomes intellectual partner, the tool, and the context. It supports the interaction; it is the
mediator. In synch with constructivist approaches to learning, online mediated learning is collaborative and conversational (Jonassen, 1995). Such claims about computer conferencing point to potential increases in the
quality of student interaction (Harasim et al., 1995). Add to that the potential of the newest CMC medium, the Web (Khan, 1997), it is clear that pedagogical principles touted by constructivists might be aligned, at
least on paper. Research is needed to examine particular cases in depth. It appears that online learning communities through Web-based computer conferencing ("WBCC") may support recommended
instructional strategies for improving collaborative activities, a key part of constructivist thinking (Lebow, 1993). For example, below, Kiesler (1992) outlined changes in the instructional environment necessary to
carry on online collaboration. The following changes that she suggested are both reflect constructivist thinking and claims by WBCC technologists. First, there are Kiesler's (1992) suggestions for changes in classroom
organization: student-centered, team-centered collaborative learning, and a high-level of student-to-student interaction. Her suggestions for changes in the roles of teachers and students described the environment as
needing to demonstrate: active learning; exchange of experience-based knowledge; socially constructed knowledge;
learning from one another - talking / learning intertwined; and, students' talking, teaching, & learning are intertwined. Collaborative learning is facilitated with more
open interaction among students, and the potential for this in WBCC is high (Soby, 1992). In examining changes in the learning processes and teacher and learner behaviors, a common theme in recent research as to role of
teacher is: teacher as facilitator of interaction and as a guide through a shared learning process (Boston, 1992). Garrison (1993) pointed out that even with the constructivist approach, the teacher still needs to
provide organization, motivation, mediation, and guidance. The technology is adept at supporting communication, and the teacher' role is changing to the facilitation of this communication. Two important factors in the
facilitation of interaction in CMC is: (a) designing learner-centered instructional activities; and (b) helping to create social presence (Walther, 1992). These are easily discussed, yet hard to implement, and even
harder to investigate qualitatively (Mason, 1992). The challenge is to
examine how a particular technologically-based learning environment (i.e., WBCC) is giving active mediation in support of particular pedagogical theory. What is lacking is the actual evidence, and that evidence is
contained in the online interaction. Electronic discussion, archived in computer memory, is available for scrutiny and deliberation. Hiltz (1994) was correct in suggesting that knowledge is not something that teachers
can deliver; it comes from the meaning-making that emerges from active dialogue. In WBCC communities the learning processes are reflected in the online interaction. It is time to take on the task of analyzing
qualitatively that complex data. |
